Summary:
In this text, the authors are trying to shed light on the usefulness of online classes and learning via the web. They cite many studies done that reaffirm the argument that online courses are convenient, add to in-depth arguments, increase access to the professor, and increase student participation. However, they also say that other studies have said that students don’t benefit as greatly from non-face-to-face discussion. Also, “a lack of flow in dialogue limited the strength of the discussion provided” (Dozier, 2001; Romeo, 2001). So the authors, given the information provided, conducted a study of their own involving graduate students participating in a semester-long course involving three face-to-face class meetings and one required forum discussion a week. The purpose was to test high level thinking in online discussions. They found that the students took on the responsibility of responding to the online prompts and extended their thinking. They concluded that the usefulness of courses being offered online should not be underestimated, and that these discussions are critical to thinking and reading.
Response:
In reading this article, I found myself referring back to the Suler’s piece and asking, what is the relationship of the online courses and the disinhibition effect. My assumption is that this played little or had no effect in the studies, but what if it did. Disinhibition in an academic setting could cause unruliness and play havoc with the educational setting.
Usefulness:
The usefulness of this text to my research would be about a seven out of ten. I want to know what the general direction courses, particularly that of college, are heading in the near future. It’s good to know that research hasn’t found a significant difference and when it boils down to it, online or face-to-face classes are just a preference. But my opinion of the subject is that I could’ve taken college online, but I wanted the “college experience”, including seeing, listening, and talking to my professor.
In this text, the authors are trying to shed light on the usefulness of online classes and learning via the web. They cite many studies done that reaffirm the argument that online courses are convenient, add to in-depth arguments, increase access to the professor, and increase student participation. However, they also say that other studies have said that students don’t benefit as greatly from non-face-to-face discussion. Also, “a lack of flow in dialogue limited the strength of the discussion provided” (Dozier, 2001; Romeo, 2001). So the authors, given the information provided, conducted a study of their own involving graduate students participating in a semester-long course involving three face-to-face class meetings and one required forum discussion a week. The purpose was to test high level thinking in online discussions. They found that the students took on the responsibility of responding to the online prompts and extended their thinking. They concluded that the usefulness of courses being offered online should not be underestimated, and that these discussions are critical to thinking and reading.
Response:
In reading this article, I found myself referring back to the Suler’s piece and asking, what is the relationship of the online courses and the disinhibition effect. My assumption is that this played little or had no effect in the studies, but what if it did. Disinhibition in an academic setting could cause unruliness and play havoc with the educational setting.
Usefulness:
The usefulness of this text to my research would be about a seven out of ten. I want to know what the general direction courses, particularly that of college, are heading in the near future. It’s good to know that research hasn’t found a significant difference and when it boils down to it, online or face-to-face classes are just a preference. But my opinion of the subject is that I could’ve taken college online, but I wanted the “college experience”, including seeing, listening, and talking to my professor.
http://www.diigo.com/09djp
http://web.ebscohost.com.mantis.csuchico.edu/ehost/detail?vid=9&hid=13&sid=a4ef38e9-49ee-4d8f-83c4-f2aa86d458c3@sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=psyh&AN=2004-95185-008#db=psyh&AN=2004-95185-008
Raising the Bar: Encouraging High Level Thinking in Online DiscussionForums.
Roeper Review, Vol 26(3), Spr, 2004. pp. 166-171.